RELIGIOUS EDUCATION

Evening Star, Issue 19616, 23 July 1927, Page 15

RELIGIOUS EDUCATION

[By Forwabd.]

“Success it: religious training cannot bo measured by materials bandied or methods employed; it cannot be judged by the religious experiences ol the teacher, but only by the response it brings in the Christian development of individual children.’’ THE PRIMARY DEPARTMENT. The primary period, sometimes called the period of middle childhood, includes children whose ages are six, seven, and eight years. During this period physical growth is rapid, and the body must have exercise. Activity is natural and normal; and should not bo suppressed, but utilised in accomplishing our purpose. We are to employ activities not merely for the sake of physical activity, but for the purpose of teaching religious truths Jirough physical activity. The child’s senses are wide awake and hungry for experiences. Why not bring beautiful pictures and models into the church school and let the child see the lesson he has heard, and thus give him two chances instead of one for receiving, retaining, and recalling it? The child’s store of experiences is limited. Therefore'in calling his imagination into play we may well assist him by means of pictures, models, and explanations. At this age the memory is developing, and certain verses, songs, and prayers should enter permanently into the lives of the children while they are in the primary department. Children are born imitators. Why not employ this imitative ability in the religious training of the child by asking him to impersonate characters whose lives are motivated by great religious truths? Children should be provided at homo, in the school, and in the playground with suitable examples of kindness, unselfishness, generosity, promptness, diligence, reverence, etc., as shown in the lives of people. There is nothing that influences a child more than truth in living form. It is natural for a child to he religious. His religion is not the same as that of an adult, but it is none the less real and influential in determining conduct. The child should be led to see God in all of His creation, and to know that He is the Father of all the creatures He has made. God should bo to the child the Creator, a loving Father, a kind protector, a giver of gifts, one who understands, and one who loves and helps. He cannot yet understand Christ as the personal Saviour, but he can think' of Him as God’s greatest gift to the world and as one of "unsurpassed goodness and kindness. His interest in the life of Christ will centre chiefly in the stories of His birth and early childhood and in stories of His deeds of love and kindness.—Alberta Munkres, in ‘ Primary Method in the Church School.’

OUR CHILDREN. Sweet is tbo world to them, and fair. Seen through tho springtime’s lovely sheen. But oh! the road is wondrous long; That tender mist of golden green, They may not always find it there. Theirs are such tiny feet to find Tho long, long way that they must go; The years must break their steps To evenness—and as they grow May we have patience to bo kind. Love fondly hade that we should take 'These little l ands, and gently lead. Bearing the light ■when homo lights fail, Knowing the childish heart and need; x May we have grace that part to take. MUSIC IN WORSHIP. Tho following are notes of the address given to the Children’s Division, Association on tho above subject:—Tho music permeates and directs the whole hour’s service. Worship is coming face to face with the Heavenly Father. Each part in the service must bo brief, and everyone in the room must take part/. We associate music with worship. As there are different forms of worship- 1 opening, offering, closing, thanks for God’s care, gladness, etc.—the music must vary accordingly. The worship must bo suitable. Someone has said: “ Suitable worship matters more than good teaching.” Each part must ho understood by tho children, for they cannot lake part in tho or prayer if they do not understand. They must be taught true prayer and praise. Wo may be limited in different ways, hut nothing reed prevent us having beautiful and suitable worship. Tho music must fce suited to the theme. Tho opening jaiusic creates the right atmosphere, and the pianist should bo quick to be ready with just the right music, little nieces from the best composers—not difficult pieces, but simple and effective. It. is important that all in tho room should take part in the worship, tho helpers singing with the children and being model worshippers. This greatly helps the leader, and is necessary for true worship. The opening worship may he on different themes —God’s care, gladness, tho lovely day, or prayer. There arc suitable songs for all of these.

For the offering there are missionary hymns— ‘ I Want To Send a Whisper Bong,’ ‘The Call of the Children,’ etc. —and offering versos, such as ‘Dear Father, Now Our Gifts Wo Bring.’ For a baptismal service in the department special hymns will be used—‘ Welcome to Baby, ‘ Father, Now We Thank Thee,’ etc. The birthday service is also a service of worship. During the time when moving to classes music will be played and continued softly during story and expression, time, unless the room or the instrument does not permit, of such. The instrument is important; nothing but the best is good enough for primary worship, and the pianist should bo made to feel the importance of her work of leading the service of worship. Chords and musical signals are used instead of the' leader speaking, and these help the worshipful atmosphere. The children are directed right through by the music. The whole aim of the primary service is lo help the children to realise the. presence of God, Who is Light, Life, Love, and to know His loving kindness in such a way that they will desire to please Him. The primary child’s love for God, the Heavenly Father, may grow very strong, and the Heavenly Father become very real to him. Foundations are being laid for the habit of regular and punctual attendance, daily prayer, and church-going, and for daily right living.

Equipment in tlic Primary Department Rooms.— (1) Assembly room large enough to accommodate the whole department. .It should bo attractive and homelike, and suggestive of worship. (2) Cloak room, where children can remove their wraps and hang them on their own pegs, and meet their teachers in friendly intercourse. Furnishings: These should he chosen with the greatest care, from an artistic as well as a utilitarian standpoint. The color scheme should be beautiful and harmonious. The furnishings can bo substantial without being crude. (!) Tables for class use if possible. (2) Small chairs. (3) Piano. , (4) Cabinet for pictures, models, and general supplies. (5) Sand trays—a large one tor the department and small ones for classes, (6) Blackboard. (7) Pictures and posters. 18) Materials for lesson purposes, folders, pictures, models, materials for expression work. (9) Music and hymn books for pianist, Bible and stand for department. (10) Flower stand, vases, etc.

NORTH-EAST VALLEY SUNDAY SCHOOL. Annual meetings, where people gather to listen to reports, halance■eheets, etc., being read and commented

upon are usually rather dry affairs, but the Valley Presbyterian Sunday School meeting, held on July 14, was an exception to the rule. Perhaps the very fine programme of piano solos and duets, recitations and songs, and the delicious supper that followed the meeting added somewhat to the enjoyment of the evening. The reports of the various departments were both interesting and instructive. Parents must feel glad that their children come under the influence of such a faithful band of Christian teachers. During the year forty children were promoted to the beginners’ department, and 104 birthday cards were sent out. At baptismal services some members of the Cradle Roll and Home Departments Committee meet and welcome the parents. Volunteers from the Junior and primaury departments act as cradle roll helpers, and deliver the ‘ Church Monthly ’ to parents who have no children attending Sunday school, invitation cards, etc., run messages for n mother, etc. At the monthly mothers’ meeting addresses were given by the Rev. Geo. Milter, Sister Margaret, and Miss Fitzgibbons. The beginners’ department held weekly training classes for the teachers. Tnis year monthly playtimes for the children will be held on the third Saturday of each month. On mothers’ day the children carry flowers into various homes, and during the year folders were made into booklets and sent to the backblooks schools. The teachers of the junior department meet every Thursday evening for prayer and study. Five of the members of the staff attend the Children’s Division Association, which meets monthly. The children assisted in the junior choir on Anniversary Sunday, and in the afternoon took flowers to Ross Home. During the year the intermediate department held two socials—one for the girls and their mothers, and one for the boys and tbeir fathers. The mothers responded in good, numbers, but the attendance of the fathers was distinctly disappointing. On both occasions, however, enjoyable evenings were spent, and 1 the teachers welcomed the opportunity, of meeting the parents in a social way. During the missionary, campaign Sisters Jessie and Hemi gave the junior and intermediate departments an interesting address on Maori mission work, and sang some hymns in Maori. The children listened eagerly to what was said and sung. Since the beginning of the year two of the girls have joined the fellowship of the church. At the close of each Sunday school the teachers remain for a few minutes to a'k God’s blessing on the afternoon’s work.